students’ perceptions toward teacher’s oral corrective

Students’ Perceptions toward Teacher’s Oral Corrective

Feedback in Students Speaking English

(A Descriptive Study at the Ninth Grade Students of SMP Negeri 2

Sungguminasa)

A THESIS

Submitted to the Faculty of Teacher Training and Education

Makassar Muhammdiyah University in Partial of the Requirment for the

Degree of Education in English Department

Andi Mastang

10535 5861 14

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHERS TRAINING AND EDUCATION

MAKASSAR MUHAMMADIYAH UNIVERSITY

2019

UNIVERSITAS MUHAMMADIYAH MAKASSAR

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN PRODI PENDIDIKAN BAHASA INGGRIS

بســــــم اللـه الرحـمن الرحيــــم

Jalan Sultan Alauddin No. 259Makassar

elp : 0411-860837/860132 (Fax)

Email : [email protected]

Web : www.fkip.unismuh.ac.id

SURAT PERJANJIAN

Saya yang bertanda tangan di bawah ini:

Nama : Andi Mastang

Nim : 10535 5861 14

Jurusan : Pendidikan Bahasa Inggris

Judul Skripsi : Students‟ Perception toward Teacher‟s Oral Corrective

Feedback in Speaking English at the Ninth Grade Students

of SMP Negeri 2 Sungguminasa in the Academic Year

2018/2019Dengan ini menyatakan perjanjian sebagai

berikut:

1. Mulai dari penyusunan proposal sampai selesai penyusunan skripsi ini, saya

akan menyusun sendiri skripsi saya (tidak dibuatkan oleh siapapun).

2. Dalam penyusunan skripsi, saya akan selalu melakukan kosnsultasi dengan

pembimbing yang telah ditetapkan oleh pimpinan fakultas.

3. Saya tidak akan melakukan penjiplakan (plagiat) dalam penyusunan skripsi

ini.

4. Apabila saya melanggar perjanjian pada butir 1, 2, 3, saya bersedia

menerima sanksi sesuai dengan aturan yang berlaku.

Demikian perjanjian ini saya buat dengan penuh keasdaran.

Makassar, February 2019

Yang Membuat Pernyataan

Andi Mastang

UNIVERSITAS MUHAMMADIYAH MAKASSAR

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN PRODI PENDIDIKAN BAHASA INGGRIS

بســــــم اللـه الرحـمن الرحيــــم

vii

Jalan Sultan Alauddin No. 259Makassar

elp : 0411-860837/860132 (Fax)

Email : [email protected]

Web : www.fkip.unismuh.ac.id

SURAT PERNYATAAN

Saya yang bertanda tangan di bawah ini:

Nama : Andi Mastang

Nim : 10535 5861 14

Jurusan : Pendidikan Bahasa Inggris

Judul Skripsi : Students‟ Perception toward Teacher‟s Oral Corrective

Feedback in Speaking English at the Ninth Grade Students

of SMP Negeri 2 Sungguminasa in the Academic Year

2018/2019

Dengan ini saya menyatakan bahwa skripsi yang saya ajukan di depan tim penguji

adalah hasil karya saya sendiri dan bukan hasil karya dari orang lain atau

dibuatkan oleh siapapun.

Demikian pernyataan ini dan saya bersedia menerima sanksi apabila pernyataan

ini tidak benar.

Makassar, February 2019

Yang Membuat Pernyataan

Andi Mastang

ACKNOWLEDGMENT

First of all, praises be to Allah SWT, who has given guidance, blessing,

and mercy to the researcher in completing this thesis. Shalawat and salam are

addressed to the final, chosen religious messenger, the Prophet Muhammad SAW.

The researcher would like to give her gratitude, respect, and appreciation

to the following people who have supported her and made this thesis possible:

1. The researcher‟s beloved parents Muhammad Haris and Andi

Masriani, for their never ending love, support prayer, care and support

both morally and financially to the researcher

2. Dr. H. Abd. Rahman Rahim, SE., M.M., the Rector of Muhammadiyah

University of Makassar

3. Erwin Akib, S.Pd., M.Pd., Ph.D., the Dean of Muhammadiyah

University of Makassar,

4. Head of English Department, Ummi Khaerati Syam, S.Pd., M.Pd.

5. The researcher high appreciation and great thankfulness are due to

consultants Nur Qalbi,S.S.,M.Hum and Dra. Radiah, M.Pd.,for their

guidance, encouragement, motivation and their patience from the

beginning until the end of writing this thesis.

6. Lecturers and staff of English Education Department.

7. Headmaster of SMP Negeri 2 Sungguminasa and staff who gives

several times to the researcher to conduct research.

ix

8. Muzdalifah, S.Pd, as English teacher who have given chance to do

research at this school and her deepest appreciation to XI.6 class of

SMP Negeri 2 Sungguminasa who serves as the respondents of this

research.

9. Thank you for all the researcher‟s friends at English Education

Department, her classmates in CROWN Class.

10. Thank you for all of her friends that she could not mention one by one,

my Allah bless us now and forever.

Finally, the researcher would like to welcome and constructive suggestion

and criticism to make this thesis is better.

Makassar , february 2019

Andi Mastang

x

TABLE OF CONTENTS

Page

TITLE OF PAGE ......................................................................................... i

LEMBAR PENGESAHAN ......................................................................... ii

APPROVAL SHEET ................................................................................... iii

CONSELLING SHEET ............................................................................... iv

SURAT PERYATAAN ................................................................................ vi

SURAT PERJANJIAN ................................................................................ vii

ACKNOWLEDGMENT ............................................................................. viii

TABLE OF CONTENTS ............................................................................ x

LIST OF TABLES ....................................................................................... xiii

LIST OF FIGURE ....................................................................................... xiv

LIST OF APPENDICES ............................................................................. xv

ABSTRACT .................................................................................................. xvi

CHAPTER I: INTRODUCTION

A. Background ........................................................................................ 1

B. Problem of the Research .................................................................... 3

C. Objectives of the Research ................................................................. 3

D. Significance of the Research ............................................................. 4

E. Scope of the Research ....................................................................... 4

CHAPTER II: REVIEW OF LITERATURE

A. Previous Related Research Findings ................................................. 5

1. Concept of Perception .................................................................. 7

xi

a. Definition of Perception ........................................................ 7

b. Factors Affecting Perception ................................................. 9

c. Forms of Perception .............................................................. 10

2. Concept of Speaking

a. Definition of Speaking ......................................................... 11

b. Component of Speaking Skill .............................................. 12

c. Function of speaking ............................................................. 15

3. Concept of Feedback

a. Definition of Feedback ........................................................ 16

b. Roles of Feedback ................................................................ 17

c. Purposes of Feedback ............................................................ 17

d. Forms of Feedback ............................................................... 19

e. Sources of Feedback ............................................................ 20

4. Concept of Oral Corrective Feedback

a. Definition of Oral Corrective Feedback ................................ 22

b. Student Perceptions of Corrective Feedback ....................... 23

c. Types of Corrective Feedback .............................................. 25

d. Error Types of Oral Corrective Feedback ............................ 27

5. Conceptual Framework ................................................................ 29

CHAPTER III: RESEARCH METHODOLOGY

A. Research Design ............................................................................... 30

B. Population and Sample ..................................................................... 30

C. Instrument of the Research ............................................................... 31

xii

D. Data Collection Method .................................................................... 32

E. Techniques of Data Analysis ........................................................... 32

CHAPTER IV: FINDINGS AND DISCUSSION

A. Findings .............................................................................................. 34

1. Frequency of Questionnare ........................................................ 34

2. Findings of Interview ................................................................. 44

B. Discussion .......................................................................................... 45

CHAPTER V: CONLUSION AD SUGGESTION

A. Conclusion ......................................................................................... 48

B. Suggestion .......................................................................................... 48

BIBLIOGRAPHY ....................................................................................... 50

APPENDICES

CURICCULUM VITAE

LIST OF TABLES

Page

Table 4.1: Question Item 1..............................................................................34









Table 4.10: Question Item10............................................................................40

Table 4.11: Question Item 11............................................................................41





Table 4.2.1: Question item of Interview ............................................................44

xiv

LIST OF FIGURE

Page

Figure 3.1 Conceptual Framework ................................................................. 29

xv

LIST OF APPENDICES

Page

Appendix B: Instrumen of Questionnare ....................................................... 56

Appendix C: Instrumen of Interview ............................................................. 59

Appendix D: Score of Studnets ...................................................................... 68

Appendix E: Anlysis Data from Questionnare............................................... 62

Appendix F: The Result of Interview............................................................. 65

Appendix G: Documentation ......................................................................... 68

Appendix H: Kontrol Pelaksanaan Penelitian ................................................ 69

Appendix I: Surat Keteragan Selesai Meneliti ............................................... 70

xvi

ABSTRACT

Andi Mastang. 2018. Students’ Perceptions toward Teacher’s Oral Corrective

Feedback in Students Speaking English (A Descriptive Study at the Ninth

Grade Students of SMP Negeri 2 Sungguminasa in the Academic Year

2018/2019). Thesis of English Department. The Faculty of Teacher Training

and Education, Muhammadiyah University of Makassar. Supervised by Nur

Qalbi and Radiah Hamid.

This research aimed to know the students‟ perceptions toward Teacher‟s

Oral Corrective Feedback in students speaking English at the Ninth Grade

Students of SMP Negeri 2 Sungguminasa in the Academic Year 2018/2019 and

also to find out the students‟ perception toward teacher‟s Oral Corrective

Feedback in speaking English at the Ninth Grade Students of SMP Negeri 2

Sungguminasa in the Academic Year 2018/2019.

The researcher applied Descriptive Quantitative Method because it was

referred to describe the students‟ perception. Giving questionnare and interview in

collecting the data. The sample of this research was IX-6 Class of SMP Negeri 2

Sungguminasa which consisted of 30 students. The sample was taken by using

Purposive Sampling Technique.

The research findings showed that in average the students have positive

perception while there are only very few number of students have negative

perception toward the use of feedback used by the teacher in correcting their oral

errors. It is regarded by the 15 statements asked and interview. It can concluded

that almost all of the students have positive perception toward the types of

feedback used by the teacher in correcting errors made by the students in oral

activity.

Key words: Student‟s Perceptions, Teacher‟s Feedback, Speaking Skill.

xvii

Abstrak

Andi Mastang. 2018. Persepsi Siswa Terhadap Umpan Balik Perbaikan Lisan

Guru Dalam Berbahasa Inggris Siswa. (Penelitian Deskriptif di SMP Negeri 2

Sungguminasa Kelas 8 Tahun Ajaran 2018/2019). Skripsi Jurusan Bahasa

Inggris. Fakultas Keguruan dan Ilmu Pendidikan. Pembimbing Nur Qalbi

and Radiah Hamid.

Tujuan dari penelitian ini adalah untuk mengetahui persepsi siswa

terhadap umpan balik perbaikan lisan guru dalam berbahasa inggris siswa pada

siswa kelas 8 di SMP Negeri 2 Sungguminasa Tahun Ajaran 2018/2019.

Peneliti menerapkan Metode Deskriptif karena Itu dapat menggambarkan

persepsi siswa. Mengumpulkan data dengan memberikan kuesioner dan

wawancara. Sampel penelitian ini adalah siswa kelas IX-6 SMP Negeri 2

Sungguminasa yang terdiri dari 30 siswa. Sampel diambil dengan menggunakan

Teknik Sampel Bertujuan.

Hasil penelitian Ini menunjukkan bahwa rata-rata siswa memiliki sikap

positif sementara hanya ada sedikit siswa yang bersikap negatif terhadap

penggunaan umpan balik yang digunakan oleh guru dalam memperbaiki

kesalahan lisan mereka. Itu berdasarkan dari 15 pernyataan yang telah ditanyakan

dalam kuesIoner dan wawancara. Dapat disimpulkan bahwa hampir semua siswa

memiliki sikap positif terhadap umpan balik yang digunakan oleh guru dalam

mengoreksi kesalahan yang dibuat oleh siswa dalam kegiatan lisan.

Kata kunci: Persepsi Siswa, Umpan Balik Guru, Keterampilan Berbicara.

CHAPTER I

INTRODUCTION

In this part, the researcher explains about background, problem of the

research, objective of the research, significance and scope of the research.

A. Background

As an international language, English has an important role in the

world. It can be used to communicate with people of other countries and it is

also used as an instrument in utilizing modern sciences and technology.

People who want to be acquainted with technological and scientific advances

have to master this language well.

As a foreign language in Indonesia, English is learned seriously by

many people to have a good prospect in the community of international world.

Recently, English becomes important. Since it is important, English is taught

widely at formal school starting from elementary school up to universities.

There are many language skills in English. They are reading, listening,

speaking, structure, and vocabulary. Speaking is more difficult than

understanding the spoken language. The one who wants to speak to the other

sometimes has many problems. Some people can understand what the other

talk about but they are not able to communicate. So many ideas, arguments, or

opinions in their brain but they cannot produce it.

In the classroom, teacher is often, if not always, the one guiding the

students and giving them instructions. Students, on the other hand, are also

responsible for their own learning. However, guidance and feedback from the

teacher is always necessary in order for the students to learn and develop

further. Feedback as a concept is an essential part of teaching and learning,

and thus this study focuses on the different ways feedback is present in the

classroom. The focus is especially on oral feedback, and the students‟

perceptions of the use of it in English classes. Also, the study will reveal the

students‟ hopes and wishes, because it is important to find out how feedback is

currently present in the classrooms, and how the students actually would like

it to be used. In addition, current feedback practices and the students‟

perceptions about feedback in overall are studied.

Oral feedback is one of the most used types of feedback, but the focus

previously has been more on corrective feedback or written feedback Deirdre

(2010:20). Thus, it is essential to focus on oral feedback, and find out more

about students‟ perceptions on the topic. In addition, this particular study will

reveal the situation of the use of oral feedback in English classes, bringing

forward important insights not only for the areas of feedback research, but

especially for English teachers and researcher.

Based on the preliminary observation that will conduct by the research

in SMP Negeri 2 Sungguminsa especially the ninth grade, when the teacher

asks the students to speak English in the classroom it makes them brave to do

so, but it can make them not to be brave to do conversation in the classroom,

so they need to have some comprehensible inputs and feedbacks from their

teachers even from their friends. As well as teaching speaking in the

classroom, the teacher always gives the students comprehensible inputs and

also correction for those making errors while speaking.

Based on the observation before, the researcher knew that in SMP

Negeri 2 Sungguminasa of Ninth Grade there is English teacher using oral

corrective feedback as a strategy in teaching English specially in speaking

skill. The teacher said that it can motivate and help students to improve their

speaking skill. Based on the statements above the researcher interest to do the

research by entitled: Students Perception toward Teacher’s Oral Corrective

Feedback in Speaking English at the Ninth Grade Students of SMP Negeri

2 Sungguminasa in the Academic Year 2018/2019.

B. Problem of the Research

Based on the previous background, the researcher formulates the

research questions as follow ”What are the students‟ perception toward

teacher‟s Oral Corrective Feedback in Speaking English at the Ninth Grade

Students of SMP Negeri 2 Sungguminasa in the Academic Year 2018/2019”?

C. Objective of the Research

In relation to the problem statements above, the objectives of the

research is to find out the students‟ perception toward teacher‟s Oral

Corrective Feedback in Speaking English at the Ninth Grade Students of SMP

Negeri 2 Sungguminasa in the Academic Year 2018/2019.

D. Significance of the Research

Theoretically the research is significant to give useful information in

teaching and learning English in improving the quality of education and

human resource. In practically, it can give constribution for further researcher

who is interested in teaching and learning speaking. In addition, It can be a

reference for the teachers to teach by reading illustrated story which can gain

the full responses of the students.

E. Scope of the Research

Based on the identification of the problem that is the students‟ lack in

speaking ability and their perception towards the teacher‟s feedback, the

researcher limits the problem of the study based on an analysis of students‟

perception towards teacher Oral Corrective Feedback in Speaking English at

the Ninth Grade Students of SMP Negeri 2 Sungguminasa in the Academic

Year 2018/2019. The researcher focus on the types of oral corrective feedback

there arae (Recast, Explicit Correction, Prompt, Clarification Request and

Metalinguistic Feedback ) used by the English teacher in teaching speaking

English.

CHAPTER II

REVIEW OF LITERATURE

In this part, the researcher explains about previous related research findings

and some partinents ideas.

A. Previous Related Research Findings

Many researchers have been conducting studies related to this

research, there are as follow:

1. Kusumawati (2012) in her journal entitle “An Analysis of Students’

Perception towards Teacher Immediate Oral Feedback in Speaking among

the Eighth Grade Students of SMPN 1 Kalasan in the Academic Year

2011/2012” She found that the students felt happy and motivated after

their teacher gave immediate oral feedback, although some students felt

bothered with the feedback. Moreover, this research implies that the uses

of teacher immediate oral feedback it is important and support the

implementation of speaking teaching learning process.

2. Corrales & Diaz (2016) in their journal entitle “Professors and Students’

Perceptions Towards Oral Corrective Feedback in an English Language

Teaching Program at Colombian T-state University in Pereira” They found

that corrective feedback has in the academic preparation of the future

English teachers with the purpose to help their future learners to improve

their speaking language competence within a friendly and collaborative

class environment.

3. Khunaivi (2015) in his journal entitle “Teacher’s and Student’s

Perceptions of Corrective Feedback in Teaching Speaking of Iranian

Students in Islamic Azad University” He found that corrective feedback is

to know the lacks of the students speaking, the teachers could give the

students feedbacks in order not to be fossilized. By giving feedback

Appropaltely it was believed the students would not be fossilized. The

students‟ perceptions corrective Feedback were they had very good

responses about corrective feedback that were given by the teachers in The

classroom.

4. Septiana (2016) in his juornal entitle “Students’ Perceptions on Teacher’s

Oral Feedback at SMAN 4 Banda Aceh” He found that almost all of the

students have positive attitude while there are only very few number

of students have negative attitude toward the feedback used by the

teacher in an oral activity.

5. Irawan (2017) in her journal entitle “Teachers’ Oral feedback in EFL

Classroom Interaction at Senior High School in Indonesia.” She found

that, the teachers employed oral feedback because of teachers‟

responsibility and obligation to provide it, the effective and efficient

feedback mode, the utility of oral feedback, positive effect to students, and

consequences of none of oral feedback. Mostly, the students perceived

positively to oral feedback. Some students found felt sensitive to oral

feedback. Nevertheless, they still realized to its positive effect on the result

of their work or performance.

Based on the previous researches, the similiarity of the research with

previous researches is equally aimed to know the students prception about the

English teacher. While the difference is in the research that the researcher

investigated more focus on the oral corrective feedback used by the English

teacher.

B. Some Pertinent Ideas

1. Concept of Perception

a. Definition of Perception

There are some definition that are given by several experts as follows:

According to Robbins (1995) perception is the process taken by

individuals to govern and and to interpret perception of sensory to

give significance in their environment. Perception can be defined as

people recognition and interpretation of sendsory information.

Perception also includes how people resonse information. People can

think of perception as a process where they take in sensory

information from environment and use the information in order to

interact with environment perception allows people to take the sensory

information in and make it into something meaningful.

According to Barry (1998) find that perception is the set of

process by which we recognize, organize, and make stimulity in our

environment the key distinction between the two main theories of

perception the emphasize each gives to the role of sensation and

higher cognitive process in perception.

Perception is define variously by different scholars as Chee

(2002) state that perception of stimuli that can be influenced by an

individuals mental awareness, past experience, knowladge,

motivation, and social interactions. The perception of an individual

eventually give rise to an individuals attitudes. Millikan (2004) also

state that perception is way of understanding natural sign, or better of

translating natural sign into intentional signs.

The nature of perception refers to the interpretation of sensory

data. In other words, sensation involved detecting the presence of a

stimulus whereas perception involved understanding what the

stimulus means. For example, when we saw something, the visual

stimulus was the light energy reflected from the external world and

the eye becomes the sensor. This visual image of the external thing

became perception when it was interpreted in the visual cortex of the

brain. Thus, visual perception refers to interpreting the image of the

external world projected on the retina of the eye and constructing a

model of the three dimensional world.

From the above explanation it became clear that perception is

something more than sensation. It correlates, integrates and

comprehends diverse sensations and information from many organs of

the body by means of which a person identifies things and objects, the

sensations refer to.

b. Factors Affecting Perception

Accrording to Hussein (2017) there are four factors affecting

perception. The factors affecting the perceptions of people are:

1) Perceptual Learning

Every one of the community learns to emphasize some

sensory inputs and to ignore others. For example, a person who has

got training in some occupation like artistry or other skill jobs can

perform better than other untrained people. Experience is the best

teacher for such perceptual skills.For example, blind people

identify the people by their voice or by sounds of their footsteps.

2) Mental Set

Set refers to preparedness or readiness to receive some

sensory input. Such expectancy keeps the individual prepare with

good attention and concentration. For example, when we are

expecting the arrival of a train, we listen to its horn or sound even

if there is a lot of noise disturbance.

3) Motives and Needs

Our motives and needs will definitely influence our

perception. For example, a hungry person is motivated to recognize

only the food items among other articles. His attention cannot be

directed towards other things until his motive is satisfied.

https://blog.cognifit.com/author/radiyyah/

4) Cognitive Styles

People are said to differ in the ways they characteristically

process the information. Every individual will have his or her own

way of understanding the situation. It is said that the people who

are flexible will have good attention and they are less affected by

interfering influences and to be less dominated by internal needs

and motives than or people at the constricted end.

The students‟ perception can be one of students‟

evaluations for the lecture. Through the perception, the lecturer

will be able to know what students‟ need in learning. The study

about perception is useful for lecturer more efficient in teaching.

c. Forms of Perception

According to Khairul (2012) Perception in general is a response

based on an evaluation aimed at an object and expressed verbally,

while forms of perception is a view based on the assessment of an

object that occurs, anytime, anywhere, if the stimulus affect it.

Perceptions that include the cognitive process include the process of

interpreting objects, signs and people from the point of experience in

question. Therefore, in accepting a human capability stimulus is very

limited, so that humans are not able to process all the stimuli he

captures. This means that although often realized, the stimulus will be

perceived always selected a stimulus that has relevance and

meaningful for him. Thus can be seen there are two forms of

perception that is positive and negative according to Khairul (2012).

a. Positive Pereption

Positive perception is the perception or view of an object

and leads to a state where the subject is perceived to accept the

object that is captured because it is in accordance with his

personality.

b. Negative Perceptions

Negative perceptions is the perception or view of an object

and pointing to the circumstances in which the subject is perceptive

tend to reject the object being arrested because it is not in

accordance with his personality.

2. Concept of Speaking

a. Definition of Speaking

It has been know that speaking is a part of the important skills

in learning English. To define speaking, some linguists have different

opinions, because their background of study is different. However, all

of the opinions have similarities.

Torky (2006) states that speaking is one of the four language

skills (reading, writing, listening and speaking). Besides that, speaking

is one of productive skills of English and it goes side by side with all

language skills. Speech is considered one of the most important aims

in language teaching Aljadili, (2014). In addition, Hornby (1995)

states that speaking is about something to talk or say something about

something; to mention something, to have conversation with

somebody, to address somebody in words, to say something or

express oneself in a particular language.

Moreover, Torky (2006) asserts that speaking is defined as an

interactive process of constructing meaning that involves producing,

receiving and processing information. Its form and meaning are

dependent on the context in which it occurs, the participants, and the

purposes of speaking. While, Speaking is a complex skill requiring the

simultaneous use of a number of different abilities which often

develop at differentiates. Harris (1994) states that speaking is a

complex skill requiring the simultaneous use of a number of different

abilities which often develop at differentiates. He adds that there are

five components of speaking ability. They are pronunciation,

grammar, vocabulary, fluency, and comprehension.

Based on the previous explanations, it can be concluded that

speaking is one of the productive skills of English to communicate

with others to achieve certain goals by expressing their opinions,

intentions, hopes and viewpoints among interlocutor.

b. Components of Speaking

Harris (1994) asserts that there are five components in speaking

ability (pronunciation, grammar, vocabulary, fluency, and

comprehension). For this reason, the researcher would explain each of

items one by one.

1) Pronunciation

Hornby (1995) explains that pronunciation is the way in

which a language is spoken, the way in which a word is

pronounced or the way a person speaks the words of language.

Therefore, in this pronunciation determine how sounds vary and

pattern in a language and this component also refers to the way of

person in speaking a word that is pronounced. Harmer (2001)

emphasizes that if intelligibility is then goal then it suggests that

some pronunciation features are more important than others.

2) Grammar

Grammar whose subject matter is the organization of words

into various combinatuons, often representing many layers of

structure, such as phrase sentence and complete sentbce (Ba‟dulu,

2001:15) as the basic of framework to find the sentence

productively needed while Maybin (2010:11) said that grammar is

used two broad sense in linguistic: first it refers to aspect of

structure of language (either language as a faculty or the structure

of particular language) second, it refers to particular approach to

the study oof linguistic structure. The fact however shows that the

students‟ mastery of English structure is skill less as found cut by

some previous researchers.

3) Vocabulary

Vocabulary is an important aspect in learning a language.

According to Diamond and Gutlohn (2006), vocabulary is the

knowledge of words and word meanings. A language learner

cannot communicate or express his or her ideas either in spoken or

written form if he or she does not have sufficient vocabulary.

Having limited vocabulary is also a barrier that precludes learners

from learning a language. In other side, having a large vocabulary

to call upon will help our verbal communication flow and allow us

to start eliminating noises such as, „umm” and “uhh”. Furthermore,

vocabulary is a group of words to make sentence structure in

conveying idea or message to the listener. What word means is

often defined by its relationship to other words. For example, we

explain the meaning of fully by saying that it is the opposite of

empty; we understand that cheap is the opposite of expensive

Harmer, (2001). Finally, vocabulary is a group of words to make

use to describe concepts/ideas to purpose convey ours ideas either

in spoken or written form.

4) Fluency

Fluency can be defined as the ability to speak fluently and

accurately. Fluency in speaking is the aim of many language

learners. Signs of fluency include a reasonably fast speed of

speaking and only a small number of pauses and “ums” or “ers”.

These signs indicate that the speaker does not have to spend a lot

of time searching for the language items needed to express the

message, Brown & Nation (1997).

5) Comprehension

Comprehension is the ability to understand completely and

be familiar with a situation or facts. Meanwhile, Hornby (1995)

claims that comprehension is the power of understanding and an

exercise aimed at improving or testing one‟s understanding of a

language (written or spoken). Moreover, comprehension can also

means the capacity of the main to perceive and understand; power

to grasp the ideas; ability to know. In short, comprehension is

important to avoid misunderstanding between a speaker and a

listener.

c. The Functions of Speaking

Speaking skill is very important and has multifunction to

everyone, because speaking is an instrument to express opinion,

feeling or share knowledge of social interaction. To speak well, right,

and fluently, it needs more courses practice. Actually, since a normal

infant was born he or she had a potency of speaking skill, it can be

seen when the infant started to make sound. Speaking skill is different

from the other three (listening, reading and writing) because speaking

is the most basic means of human communication and this skill need

more practices for mastering. Celce and Murcia (2001) argues that for

most people the ability to speak a language is synonymous with

knowing that language since speech is the most basic means of human

communication.

3. Concept of Feedback

a. Definition of Feedback

Nilsson (2004:23) staes that one of the methods used openly to

show someone‟s point of view regarding to the purpose of delivering

more appropriate actions for the better learning progress is defined as

feedback. Furthermore, Ellis (1999:41) defines feedback in as a tool to

give information to learners which they can use to comprehend their

language use in teacher-student learning environment. Feedback is

used in the process of learning in classroom. It is used when the

teacher correct the errors which are produced by the students.

Rydahl, (2005:5) states that Feedback is a method used to express

one‟s view with the aim of facilitating and/or promoting more

appropriate actions in the future, in relation to a goal or a vision, to

make it clear, feedback is a comment or a response from a person

towards somebody else‟s work to facilitate her to be better in the

future. Feedback can be either positive or negative or a mixture. For

example, a coach can give feedback about how well and how badly

their protege athlete is doing in a tournament.

Alqahtani (2001:17) present that the feedback is the closing of

a „loop‟ in the learning process which serves to fix the leaning result

and make it permanently available. It means that as students already

accomplish their learning, they need correction, criticism, or even

appreciation from any other sources to assess their learning result.

Based on the some of the definitions above, the researcher

conclude that feedback can be used to enhance language learning and

make the students realize the way they express the target language has

mistakes in it. In other words, feedback is given as a response to the

students‟ errors when they use the target language.

b. Roles of Feedback

Hattie and Kimberley (2007:21) asserts in their review that

feedback is one of the most powerful influences on learning and

achievement. Freiermuth (1998:7) supports that teachers‟ feedback

helps to improve learners‟ accuracy and language acquisition. The role

of teachers‟ feedback can be shown in the fact that teachers‟ feedback

reflects to students what and how they perform, showing them their

strong points to strengthen as well as the weak points to improve.

Noticeably, when teachers leave mistakes untreated, the defective

language might serve as an input model and acquired by other students

in the class. In short, when students speak and without teachers‟

feedback, they run a high risk of losing their ways.

c. Purposes of Feedback

According to Lewis (2002), feedback is like the way of telling

the students about the progress they are making and also facilitating

them in the area of improvement. Further , Lewis also lists some of

reseach based purposes that have been suggested for giving feedback

in language class. Some of the purposes are motivational and some

have to do with providing students with information. Here are the

details:

1) Feedback provides information for the teachers and students. The

teachers using feedback to describe their learner‟s language in

teaching. It gives teacher information about individuals and

collective class progress and, indirectly, is a form of evaluation on

their own teaching. While for learners, feedback is ongoing form of

assessment which is more focused than marks or grades. By

highlighting strengths and weakness, the comments provide

information about individual progress, unlike marks or grades,

which tend to compare one student with another. The comments

can also give direction about language, by stating a rule or giving

an example. So, it can conclude that giving comment to the

students is vey important.

2) Feedback provides students with advice about learning. Feedback

is using by the teacher to provide students with more than simply

description of their language use, it just not give the simple

dscription in learning process but comments can also be made on

the students.

3) Feedback provides students with language input. The teacher‟s

oral feedback provides students with meaningful and individual

learning input. It is important to extend students‟ own current

language use because teacher‟s sentences, both in their form and

purpose, illustrate how language is used in one to one

communication. In this way student can learn new vocabulary and

structures in context.

4) Feedback is a form of motivation. Not only grades that can

motivate students in learning, but giving feedback can encourage

students to study and use language to the best of their ability by

taking onto account whatever the teacher knows about the learners‟

attitudes. Both hardworking and under working students need

encouragement but it needs to be given in different ways. During

the course, as teachers find out more about their students, the

encouragement can take personal circumstance into account.

d. Forms of Feedback

According to Cohen (1999:109) there are two proposes forms of

feedback.

1) Written Feedback

In written feedback, comments, correction and/or marks

are given to students‟ written work. The marks may be on

words or quick symbols such as underlining, circles, and other

signs. This form fits well with older students (late elementary

trough high school). Written information of students‟ efforts

are most helpful when they are personalized or stereotyped and

when they provide constructive information.

2) Oral Feedback

Oral feedback, also known as oral conference, refers to

personal consultation between teacher and student during the

evaluation of communication activities. The major problem in

conducting this feedback is that the teacher needs to have

sufficient time. Oral feedback fits well in younger students to

pinpoint and correct the misconception immadiately.

e. Sources of Feedback

Lewis (2002: 15-23) writes that there are three sources of

feedback, namely, teacher feedback, peer feedback and self evaluation,

which is equivalent with self-directed feedback.

1) Teachers

Teachers have been the main source of feedback both in

oral or written languages in many classes Lewis, (2002: 15). This

situation also occurs in speaking lesson and according to Harmer

(2001) when students have completed an activity, it is vital that

teacher allows them to assess what they have done and then tell

them whatin teacher‟s opinion went well.

The best question in this case is when and how to give

feedback in speaking lesson. It can be answered by considering

carefully the effect of possible different approach. In line with this,

Harmer also states that when students are in the middle of speaking

task, overcorrection may inhibit them and take the

communicativeness out of the activity. On the other hand, helpful

and gentle correction may get students out of difficult

misunderstanding and hesitations and everything depends upon

teacher tact and appropriate of the feedback they give in particular

situations.

2) Peer

Liu and Hansen (2005: 31) define peer feedback as the use

of learner or peers as sources of information and interactions for

one another in such a way that the learner themselves take roles or

responsibilities which are normally taken and done by teachers or

trained tutors in commenting or criticizing their speaking.

3) Self-Evaluation (self-directed feedback)

Self-evaluation means the students correct and evaluate

their own mistake. It has some advantages, there are it may

increase students‟ independence as they are supposed to find their

own mistakes. Next, by finding their own mistakes, the students

are expected to remember what mistakes they have done so they

will not make the same mistakes later on. Moreover, self-

evaluation saves time in a large class.

4. Concept of Oral Corrective Feedback

a. Definition of Oral Corrective Feedback

Ellis (2006:23) states that corrective feedback is the response

given towards students errors in learning. Corrective feedback is an

indication that there are errors in a learners use of the target language.

Corrective feedback should be seen as a helpful input for the student if

it is given at an appropriate time. This means that the teacher should

consider the student when giving their feedback. The majority of

students when corrected in the middle of their speaking will face

difficulty to continue after the interruption of their ideas. Even worse,

they will feel anxious that could lead to them speak very cautiously

from then on. As a result, they will not speak as fluently as they could

do.

Gibbs and Simpson (2004:20) claim that corrective feedback

can develop understanding through explanations, generate more

learning by suggesting further specific study tasks, promote the

development of generic skills by focusing on evidence of the use of

skills rather than on the content, promote meta cognition by

encouraging students reflection and awareness of learning processes

involved in the assignment and encourage students to continue

studying.

Annie (2011:52) states that oral corrective feedback is a

teachers verbal feedback in response to students errors in speaking

performance and often focusses on pronunciation, vocabulary and

language patterns, communication skills, ideas and organization. In

conclusion, oral corrective feedback is oral feedback given by a

teacher or a peer as an indication that there are errors in a students use

of the target language.


conclude that oral corrective feedback has its advantages and

disadvantages depending on how it is used and on how one views it.

Therefore, teachers who usually provide oral corrective feedback

should consider whether or not to give such feedback. However

teachers should not ignore students‟ errors for a long time because

when other students accept those errors as the right utterances to be

learnt, then fossilization of errors can occur. However, it is better for

the teacher to avoid giving too much feedback that can hinder the

language development of students.

b. Students‟ Attitude of Oral Corrective Feedback

Fata (2014:15) states that when teachers use feedback, it can be

positive or negative. Positive feedback should be used to praise

students for doing a good job. The teacher gives good comment for

what the students do. Teacher will say “very good” or “excellent”

which called as a positive feedback. Another part of feedback is

negative feedback which is used to help students understand what has

to be changed in an utterance. When the students‟ make an error in

learning process, the teacher will correct the error by feedback and

help the students to correct the error by changing the error into the

correct form. Negative feedback in school is most often used when a

teacher gives a student some kind of information about something

being incorrect in an utterance and sometimes also instruction about

how to correct the error.

Fang and Xue-Mei (2007) states that the students often feel

upset after being corrected by their teacher because there is a great

gap between themselves and their teachers in understanding the error

correction through giving feedback. Sometimes when the teacher

correct the errors made by the students, the students do not know what

has been corrected or what have to be corrected. Students are

confused and this condition cannot enhance the language learning as

the goal of learning to be achieved together between teacher and

students.

According to Katayama (2007) which states that students had

strongly positive attitudes toward teacher correction of errors in

learning and teaching environment. The students feel that they learn

more if their teacher corrects them every time. They really like when

their teacher corrects their errors without letting them know that the

teacher is correcting them. The students like when their teacher

explicitly tells them that they make the errors by giving the correct

form of what they said.


conclude that some of the students might have positive and also

negative perception toward feedback given by the teacher while he or

she is correcting the errors produced by the students. Most of the

students want to be corrected by their teacher while they are

producing an error. They might feel frustrated if the teacher ignored

them.

c. Types of Coreective Feedback

According to Lyster and Ranta (1997) there are six different

types of corrective feedback to use in speaking skill in which teachers

can be based to correct students‟ errors according to the need of the

situation.

1) Recasts

Egi (2010:1) states that extensive research has shown that

recasts are one of the most frequently used types of corrective

feedback in a diverse range of classrooms around the world.

Recasts have been defined as implicit negative feedback that

reformulates learners.

Egi (2010) states that the effectiveness of recasts is

considered a controversial topic in the field of second language

acqusition due to the fact that some students have difficulty in

noticing and acknowledging recasts as corrective feedback, leading

to limited learner uptake and ultimate language learning. In

addition, recasts are commonly used ambiguously as confirmation

checks, expansions, or corrective feedback, which might affect the

way students perceive the intention of the interlocutor when a

recast is delivered Lyster, (2007).

Lyster & Mori, (2006: 273) states that recasts can also

provide help with keeping students‟ attention, maintaining the flow

of communication, and facilitating the delivery of complex subject

matter because they provide supportive, scaffolded help. Therefore,

recasts have the potential to make students aware of their language

errors in order to improve their language learning communicative

abilities.

2) Explicit correction

Another type of corrective feedback found in Lyster and

Ranta‟s (1997) study is explicit correction, which is the

reformulation of the incorrect sentence as well as an indication that

what the learner said was wrong. In this case, the teacher provides

de correct form and also makes sure the learner identifies the

language error.

3) Prompts

Lyster, (2007) states that finally, repetition of errors,

clarification requests, elicitations and metalinguistic clues were

grouped together as prompts as they do not provide the correct

form, but allow the students to self correct Repetition of errors are

the teacher‟s reiterations of the learners‟ incorrect utterances

usually adjusting intonation patterns to help students notice the

error and produce the correct version of it.

4) Clarification Requests

Lyster & Ranta, (1997) states that clarification requests are

used by language teachers to ask students for the reformulation of

their incorrect sentences, being a feedback type that can refer to

problems in either comprehensibility or accuracy, or both.

Elicitation relates to various strategies teachers use to help students

find the correct answer, for instance by pausing to give students the

opportunity to complete the sentence, using questions to allow

students to provide the correct form, or directly asking students to

rephrase their utterance.

5) Metalinguistic Feedback

Lyster & Ranta, (1997) states that metalinguistic feedback

contains metalinguistic questions or information about the

accuracy of the student‟s utterance in terms of grammatical,

lexical, or phonological features which point to the nature of the

error but attempt to elicit the information from the student.

d. Error Types of Corrective Feedback

When correcting, it is paramount to identify the type of error the

learners make because it is not always the case teachers want or need

to correct everything. Error types have been categorized by Mackey,

et.al (2000).

1) Morphosyntactic error: Learners incorrectly use word order,tense,

conjugation and particles.

2) Phonological error: Learners mispronounce words (or we suggest

it could also include suprasegmental errors such as stress and

intonation).

3) Lexical error: Learners use vocabulary inappropriately or they

code-switch to their first language because of their lack of lexical

knowledge.

4) Semantic and pragmatic error: The misunderstanding of a

learner's utterance, even if there are no grammatical, lexical or

phonological errors.

When dealing with errors, language instructors have to make

many decisions and one of them is the type of error to correct.

However, sometimes some types of errors are neglected to some

extent, or only the most "serious" errors are corrected. That is, there

are errors that probably do not hinder comprehension between the

language instructor and the learner, but they are errors that in a real

world setting might affect communication with other speakers who are

not familiar with foreign accents, or who are not tolerant with

nonnative speakers.

C. Conceptual Framework

Students‟ Perception

Figure 3.1

The conceptual framework above explain one of the stretegy that

use of English teacher in teaching English in the classroom, it is oral

correcive feedback. Corrective feedback is oral feedback given by a

teacher or a peer as an indication that there are errors in a students use of

the target language. The researcher will be distribute questionnare and

interview. It is to know the students perception toward teachers‟ oral

corrective feedback in English classroom. It is focus on the types and

attitude regarding the feedback used by the English teacher.

Oral Corrrective

Feedback Used by the

Teacher

Speaking

CHAPTER III

RESEARCH METHODOLOGY

In this part, the researcher explains about research design, population and

sample, instrument of the research, data collection method, and technique of data

analysis.

A. Research Design

Based on the title, the researcher were used descriptive quantitative

method because it is referred to describe the data from the students‟ perception.

B. Population and Sample

1. Population

In this research, the populations were the Ninth Grade Students of

SMP Negeri 2 Sungguminasa in the Academic Year 2018/2019. There

were fifteen classes of with the number of students is 480 people.

2. Sample

The sample of this research was one classes of the Ninth Grade

Students of SMP Negeri 2 Sungguminasa in the Academic Year

2018/2019. It is IX-VI class with the number of students is 30 people. It

consisted of 17 female and 13 male. The purposive sampling technique

were used in this research which focus on IX-VI class purposively choosen

because in this class the English teacher used the oral corrective feeback as

strategy in teaching learning process.

C. Instrument of the Research

In the research instrument, the researcher were used two instruments to

collecting the data

1. A close-ended questionnaire used as the instrument of this research to

collecting the data. which contained of 15 statements which five

alternative options namely strongly disagree, disagree, partially

agree, agree and strongly agree.

2. Interview as the second instrument. It was consisted of 3 questions

only. this interview used to stregthen to the data from the

questionnare. The answers the qustionnare used the scale from 1 until

5 numbers, while interview, students only answer some question

directly.

Table 3.1 Likert Scale

No.

Items

Positive Response Score Negative Response Score

1

2

3

4

5

Strong Agree

Agree

Partially Agree

Disagree

Strong Disagree

5

4

3

2

1

Strong Agree

Agree

Partially Agree

Disagree

Strong Disagree

1

2

3

4

5

Sugiyono (2014:136)

D. Data Collection Method

For data collection, the researcher were used questionnaire and

interview as instrument in collecting data from the sample. In gathering the

data, the researcher used the following procedures:

1. The reseracher firstly gave the students a little explanation of oral

corrective feedback.

2. The researcher distributed the questionnare to the students. It

consisted of 15 numbers. Then, the students answer the question in

qustionnare. It took 30 minutes for students to finish it, after finish

the researcher collected the students‟ paper.

3. The researcher gave the interview for all the students, this

interview consited of 3 questions only, each student have time

around 3-5 minutes in answer the interview.

4. The researcher gave the score based on the formula

5. After know the student‟s score the researcher cllsified it.

6. The researcher percentage the data to know level of students‟

perception toward teacher‟s oral corrective feedback in speaking

class.

E. Techniques of Data Analysis

The results of questionnaires were analyzed by using the following

percentage system:

Computing the frequency of the rate percentage of the students‟ score by

using the following formula:

Which:

P : Percentage

F : Frequency

N : Number of sample

100 % : Constant value

(Sugiyono, 2014:136)

P =

CHAPTER IV

FINDINGS AND DISCUSSION

This chapter answer of problem statement in the previous chapter and

consists of findings and discussion. Findings shows description of result from the

data that had been collected throungh questionarre and interview which are

described in table form. Then, discussion contains explanation of findings which

reflect to the result of the data. In this discussion, the researcher uses their own

word to explain it.

A. Findings

After conducting the research, the researcher obtained the data, the

result of the questionnaire and interview. The following table presents the

result of data from 15 questionnaire items given to the students.

Students’ Perception toward Teacher’s Oral Corrective Feedback in

Speaking English.

Frequency of Students‟ Perception toward Teacher‟s Oral Corrective

Feedback in Speaking English

The result of this aspect has aimed to answer the research

question ”What are the students‟ perception toward teacher‟s Oral

Corrective Feedback in Speaking English at the Ninth Grade Students

of SMP Negeri 2 Sungguminasa in the Academic Year 2018/2019”.

a. Item 1

Table 4.1. I like it when my teacher explicitly tells me when I

make a mistake and gives me the right version of what I had said.

NO OPINION FREQUENCY PERCENTAGE

1 Strongly Agree 17 57%

2 Agree 13 43%

3 Partially Agree 0 0%

4 Disagree 0 0%

5 Strongly Disagree 0 0%

Total 30 100%

Table 4.1 showed that 17 students (57%) said “strongly

agree”, 13 students (43%) said “agree”, 0 students (0%) said

“partially agree”, 0 student (0%) said “disagree”, and 0 student (0%)

said “strongly disagree”. So, we can conclude that most students at

the ninth grade of SMP Negeri 2 Sungguminasa were strongly agree

that their teacher explicitly tells them when they make a mistake and

gives they the right version of what they had said.

b. Item 2

Table 4.2. I like it when my teacher asks me to correct

myself.



2 Agree 16 53%


4 Disagree 0 0%


Total 30 100%



“partially agree”, 0 student (0%) said “disagree”, and 1 student

(3%) said “strongly disagree”. So, we can conclude that most

students at the ninth grade of SMP Negeri 2 Sungguminasa were

agree that they like when their teacher asks them to correct the

errors by themselves.

c. Item 3

Table 4.2. I like it when my teacher corrects my English

without letting me know she/he is correcting me.



2 Agree 7 23%


4 Disagree 5 17%


Total 30 100%






strongly agree that if the teacher indirectly corrects their errors

without knowing them.

d. Items 4

Table 4.4. I like it when my teacher tells me what kind of

mistake I made and asks me to correct myself



2 Agree 10 33%


4 Disagree 0 0%


Total 30 100%






strongly agree if their teacher tells them what kind of errors which

they make.

e. Item 5

Table 4.5. Teachers should correct students every time they

make a mistake when speaking English.



2 Agree 9 30%


4 Disagree 5 0%


Total 30 100%






strongly agree that their teacher should correct students every time

they make a mistake when speaking English.

f. Item 6

Table 4.6. Teachers should correct students only when

students cannot communicate clearly.



2 Agree 7 23%


4 Disagree 5 17%


Total 30 100%






strongly agree that their teacher should correct students only when

they cannot speak fluently.

g. Item 7

Table 4.7. Teachers should never correct their students‟

mistakes when speaking English.



2 Agree 3 10%


4 Disagree 17 57%


Total 30 100%






disagree that their teachers should never correct their students‟


h. Item 8

Table 4.8 I always know when my teacher is correcting me

even if she/he doesn‟t tell me.



2 Agree 15 50%


4 Disagree 4 13%


Total 30 100%






agree that The students always know while they were being

corrected by their teacher in the classroom even though they were

not told by their teacher.

i. Item 9

Table 4.9 Every time my teacher corrects me, I feel I learn

more.



2 Agree 10 33%


4 Disagree 1 3%


Total 30 100%






strongly agree that every time their teacher corrects them, they feel

they learn more.

j. Item 10

Table 4.10 Error correction is good for language learning.



2 Agree 8 27%


4 Disagree 2 7%


Total 30 100%

Table 4.10 showed that 19 students 63%) said “strongly





strongly agree that error correction is good for language learning.

k. Item 11

Table 4.11 Error correction helps me identify my weak areas

in English.



2 Agree 14 47%


4 Disagree 1 3%


Total 30 100%


agree”, 14students (47%) said “agree”, 3 students (10%) said




agree that error correction helps them identify their weak areas in

English.

l. Item 12

Table 4.12 I usually feel embarrassed when my teacher

corrects me in front of the whole class.



2 Agree 4 13%


4 Disagree 8 27%


Total 30 100%






strongly disagree that they usually feel embarrassed when they are

corrected by their teacher in front of the classroom.

m. Item 13

Table 4.13 Generally, I feel frustrated, after my teacher

corrects me.



2 Agree 3 10%


4 Disagree 17 57%


Total 30 100%






disagree that Generally, they feel frustrated, after their teacher

corrects them.

n. Item 14

Table 4.14 Generally, I feel interrupted every time my

teacher corrects me.



2 Agree 2 7%


4 Disagree 11 37%


Total 30 100%



“partially agree”, 11student (37%) said “disagree”, and 14 student



strongly disagree that Generally, they feel interrupted every time

their teacher corrects them.

o. Item 15

Table 4.15 I would feel much more comfortable if my teacher

never corrected me.



2 Agree 2 7%


4 Disagree 9 30%


Total 30 100%






strongly disagree that they would feel much more comfortable if

their teacher never corrected them.

Based on the students interviewed, the researcher found the data of

students perception toward Teacher‟s Oral Corrective Feedback in

Speaking English. The data interview was translated into descriptive codes

and the print out enclosed in appendix.

Questions Items of Interview

Would you like if your teacher give you a correct

answer when you is wrong? Why?

How do you feel if your teachers correct your error

and mistake in learning?

How do you feel when the teacher give you praise

such as „good job‟? does it make you motivate to

learn?

4.2.1 Question Items of Interview

The result of class interview that tells what each of the 10 students

perception toward teacher‟s oral corrective feedback in speaking English

showed that the students had very good responses about corrective feedback

that were given by the teachers in the classroom. The everage of students likes

if their teacher give them a correct answer when their is wrong because when

teacher give them correct answer it make them not repeat the mistake they

hade made before, the students also felt happy and motivated to improve their

speaking English after their teacher gave the oral corrective feedback.

B. Discussion

In this section the researcher discussed about the result of research

students‟ perception toward Teacher Oral Corrective Feedback in Students

Speaking English at the Ninth Grade Students of SMP Negeri 2

Sungguminasa in the Academic Year 2018/2019”.

Students’ Perception toward Teacher’s Oral Corrective Feedback in

Speaking English.

As has been presented on findings , the result in questionnare show

that average the respondent have positive perception toward the use of

feedback used by the teacher in correcting their oral errors. It can be seen

from the result of questionnares. Below were the detail answer of the

research questions. The researcher found that almost all of the students

have positive perception toward feedback used by the teacher in correcting

errors made by the students in oral activity. This finding is similar to the

study by Katayama (2007) which stated that students had strongly positive

attitudes toward teacher correction of errors in learning and teaching

environment. The students feel that they learn more if their teacher

corrects them every time. They really like when their teacher corrects their

errors without letting them know that the teacher is correcting them. The

students like when their teacher explicitly tells them that they make the

errors by giving the correct form of what they said.

Furthermore, the students also want their teacher to ask them to

correct the errors by themselves after the teacher told the correct form of

what they said. They would feel uncomfortable if their teacher never

correct the errors made by them. The students support their strong positive

attitude toward teachers feedback given by them with the attitude of not

feeling bad when teachers correct their errors in classroom activity.

Regarding this matter, it can be concluded that the teacher should always

correct the errors made by their student by giving the correction through

feedback. However, only a few students have negative perception that they

did not want to be corrected by the teacher in front of the classroom

because they could feel embarrassed or frustrated. There are 5 students

that do not want to be corrected every time when they speak English. The

researcher assumed that the students might feel shy in front of their

classmates of being always corrected or they do not understand the

correction given by the teacher through feedback. Fang and Xue-Mei

(2007) stated that the students often feel upset and do not like the teacher

always correct their errors because there is a great gap between themselves

and their teachers in understanding error correction.

In addition, too much error correction can make someone only

focus on linguistic form without considering communication form which

also important to be focused on. He also added that the subjects seemed to

have a perception that errors were natural parts of learning and need not to

be corrected every time. They also feel interrupted while the teacher is

correcting their errors. Regarding the attitude showed by the students

toward the feedback used by the teacher in correcting their errors in an oral

activity, it is important to be paid attention to how the teacher should

correct the students‟ errors. The teacher should correct nicely the errors

made by the students, so that the students will not feel harm after being

corrected. Furthermore, oral feedback is needed that can motivate the

student in gaining some more language input of Language learning

performance. Based on the questionnaire items number 10 and 11, the

students think that error correction helps them identify their weak areas in

English and it is good for language learning.

Regarding this, it is better for the teacher always correct the

students‟ errors nicely by giving feedbacks. However, the teacher also

should be careful while correcting students‟ oral errors. Lewis (2002)

stated that teachers should be careful when giving feedback in an oral

activity because students may feel bad or misunderstand their teachers‟

correction. Moreover, the students‟ emotions might be affected. It is not an

easy job for the teacher while giving the feedback in correcting students‟

errors in classroom setting. If the teacher wrongly gives the feedback, it

might cause some learning problems.

CHAPTER V

CONCLUSION AND SUGGESTION

This chapter consists of two sections, the first section dealt with the

conclusion of findings of the research and the other one deal with suggestion.

A. Conclusion

Based on the findings and discussions, the researcher concludes that

almost all of the students have positive perception toward the teacher‟s

feedback in an oral activity, it was shown by the frequency of students, Item 1,

17 students strongly agree from 30 studnets, Item 2, 16 students agree from 30

students. Item 3, 10 students strongly agree and 7 students agree from 30

students, Item 4, 20 students strongly agree from 30 students, item 5, 16

students strongly agree from 30 students, item 6, 11 students strongly agree

and 7 students agree from 30 students, Items 7, 17 students disagree from 3,

item 8, 15 students agree from 30 students and 2 students strongly from 30

students, item 9, 17 students strongly agree from 30 students, item 10, 19

students srongly agree from 30 students, item 11 15 students agree and 12

students strongly from 30 students, item 12, 13 students strongly disagree and

8 students disagree from 30 students, item 13, 17 students disagree from 30

students, item 14, 14 students strongly diagree and 11 students agree from 30

students. Item 15, 16 students strongly agree from 30 students.

B. Suggestion

Based on the conclusion above, the researcher presents some suggestions

as follow:

1. For English Teacher at the Ninth Grade students of SMP Negeri 2

Sungguminasa, It is suggested to use oral corrective feedback in

teaching English in learning prosess, Moreover, this research implies

that the use of teacher oral corrective feedback it is important and

support the implementation of speaking in teaching learning process.

2. For next researcher use this thesis as an addition reference or futher

research with different discussion.

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Appendix: A

INSTRUMENT OF QUESTIONNARE

Name :

Class :

The purpose of this instrument is to know the Students Perceptions Toward

Teacher‟s Oral Corrective Feedback In Speaking Class.

Please tick (√) according to your level agreement based on the statement below.

Note: SA= Strongly Agree, A= Agree, PA=Partialy Agree, DS= Disagree, SDS=

Strongly Disagree

NO PERTANYAAN SA A PA DS SDS

1 I like it when my teacher explicitly tells me

when I make a mistake and gives me the

right version of what I had said

(Saya suka ketika guru saya dengan jelas

memberi tahu saya bahwa saya membuat

kesalahan dan memberi saya versi yang

tepat dari apa yang saya katakan)

2 I like it when my teacher asks me to correct

myself.

(Saya suka ketika guru saya meminta saya

untuk mengoreksi diri saya sendiri)

3 I like it when my teacher corrects my

English without letting me know she/he is

correcting me.

(Saya suka ketika guru saya mengoreksi

bahasa Inggris saya tanpa memberi tahu

saya bahwa dia mengoreksi saya)

4 I like it when my teacher tells me what kind

of mistake I made and asks me to correct

myself

(Saya suka ketika guru saya memberi tahu

saya kesalahan apa yang saya buat dan

meminta saya untuk memperbaiki kesalahan

saya sendiri)

5 Teachers should correct students every time

they make a mistake when speaking English.

(Guru harus mengoreksi kesalahan siswa

setiap kali mereka melakukan kesalahan saat

berbicara bahasa Inggris)

6 Teachers should correct students only when

students cannot communicate clearly.

(Guru harus mengoreksi siswa hanya ketika

siswa tidak dapat berkomunikasi dengan

jelas)

7 Teachers should never correct their students‟


(Guru seharusnya tidak pernah memperbaiki

kesalahan siswa mereka ketika berbicara

bahasa Inggris)

8 I always know when my teacher is

correcting me even if she/he doesn‟t tell me.

(Saya selalu tahu kapan guru saya

mengoreksi saya bahkan jika dia tidak

memberi tahu saya)

9 Every time my teacher corrects me, I feel I

learn more. (Setiap kali guru saya mengoreksi saya, saya

merasa saya belajar lebih banyak)

10 Error correction is good for language

learning.

(Koreksi kesalahan baik untuk pembelajaran

bahasa)

11 Error correction helps me identify my weak

areas in English.

(Koreksi kesalahan membantu saya

mengidentifikasi area saya yang lemah

dalam bahasa Inggris)

12 I usually feel embarrassed when my teacher

corrects me in front of the whole class.

(Saya biasanya merasa malu ketika guru

saya mengoreksi kesalahan saya di depan

seluruh kelas)

13 Generally, I feel frustrated, after my teacher

corrects me.

(Pada umumnya, saya merasa frustrasi,

setelah guru saya mengoreksi kesalahan

saya)

14 Generally, I feel interrupted every time my

teacher corrects me.

(Pada umumnya, saya merasa terganggu

setiap kali guru saya mengoreksi saya)

15 I would feel much more comfortable if my

teacher never corrected me.

(Saya akan merasa jauh lebih nyaman jika

guru saya tidak pernah mengoreksi saya)

Appendix: B

INSTRUMENT OF INTERVIEW

Name:

Class:

1. Would yo like if your teacher give you a correct answer when yours is

wrong? Why?

(Apakah Anda akan menyukai jika guru Anda memberi Anda jawaban

yang benar ketika Anda salah? Mengapa?)

2. How do you feel if your teachers correct your error and mistake in

learning?

(Bagaimana perasaan Anda jika guru Anda memperbaiki kesalahan Anda

dalam belajar?)

3. How do you feel when the teacher give you praise such as „good job‟?

does it make you motivated to learn?

(Bagaimana perasaan Anda ketika guru memberi Anda pujian seperti

'pekerjaan yang baik'? apakah itu membuat Anda termotivasi untuk

belajar?)

Appendix: C

Score of types of students’ perception towards teacher Oral Corrective Feedback in Speaking English

NO RESPONDENT QUETIONNARE ITEMS TOTAL

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

1 S-1 5 5 5 5 5 5 4 4 5 5 5 5 4 4 4 70

2 S-2 5 5 5 5 4 5 4 4 5 5 5 2 5 5 5 69

3 S-3 4 4 2 4 4 4 2 2 4 2 4 2 4 5 5 52

4 S-4 5 5 4 4 4 3 2 3 3 3 4 4 3 3 2 52

5 S-5 4 4 4 4 3 3 4 4 4 4 3 3 4 3 3 54

6 S-6 4 4 4 4 5 4 4 4 4 4 4 3 4 4 3 59

7 S-7 4 5 4 5 5 5 4 4 5 5 5 5 5 5 5 71

8 S-8 4 5 2 5 4 4 4 4 5 4 4 5 5 5 5 65

9 S-9 5 5 5 5 5 5 4 4 4 5 5 2 4 4 4 66

10 S-10 4 4 3 4 3 2 5 3 4 4 4 4 4 4 4 56

11 S-11 4 4 4 4 3 3 4 3 4 4 4 3 4 4 4 56

12 S-12 4 1 5 5 5 5 5 3 5 5 5 5 2 2 4 61

13 S-13 5 4 2 5 5 4 5 3 5 5 5 4 2 5 5 64

14 S-14 5 3 1 5 5 3 4 2 2 5 3 1 2 1 2 44

15 S-15 5 5 5 5 5 5 5 4 5 5 5 2 5 5 5 71

16 S-16 5 5 5 5 5 5 4 4 5 5 5 1 5 5 5 69

17 S-17 4 4 3 5 4 2 4 4 5 4 4 3 4 4 4 58

18 S-18 4 4 3 5 3 2 4 4 5 5 4 4 4 4 3 58

19 S-19 5 5 1 5 5 3 4 4 5 5 5 4 5 4 5 65

20 S-20 5 5 2 5 4 2 5 3 5 5 5 4 4 5 5 64

21 S-21 4 4 5 4 5 3 5 5 5 5 4 4 5 5 4 67

22 S-22 5 4 3 5 5 4 4 4 5 5 4 4 4 5 5 66

23 S-23 4 4 2 5 5 5 5 4 4 5 5 5 5 5 5 68

24 S-24 5 5 5 5 5 5 4 4 3 4 4 3 4 4 4 64

25 S-25 4 4 4 4 5 5 5 3 4 5 4 5 5 4 5 66

26 S-26 5 4 5 5 4 5 2 4 4 5 4 5 4 5 4 65

27 S-27 5 4 5 4 4 4 5 5 5 5 4 5 4 5 5 69

28 S-28 5 4 4 4 3 2 5 2 5 2 4 5 4 5 5 59

29 S-29 5 5 3 4 4 3 5 3 3 4 4 4 4 5 5 61

30 S-30 4 4 1 5 5 5 4 4 4 5 5 4 4 4 5 63

1872

Appendix: D

Analysis of the data obtained through item of questionnaire

NO ITEMS FREQUENCY TOTAL 1 I like it when my teacher explicitly tells me when I make a mistake and

gives me the right version of what I had said

(Saya suka ketika guru saya dengan jelas memberi tahu saya bahwa saya

membuat kesalahan dan memberi saya versi yang tepat dari apa yang saya

katakan)

SA A PA DS SDS

17 13 0 0 0 30

2 I like it when my teacher asks me to correct myself.

(Saya suka ketika guru saya meminta saya untuk mengoreksi diri saya

sendiri)

12 16 1 0 1 30

3 I like it when my teacher corrects my English without letting me know

she/he is correcting me.

(Saya suka ketika guru saya mengoreksi bahasa Inggris saya tanpa memberi

tahu saya bahwa dia mengoreksi saya)

10 7 5 5 3 30

4 I like it when my teacher tells me what kind of mistake I made and asks me

to correct myself

(Saya suka ketika guru saya memberi tahu saya kesalahan apa yang saya

buat dan meminta saya untuk memperbaiki kesalahan saya sendiri)

20 10 0 0 0 30

5 Teachers should correct students every time they make a mistake when

speaking English.

(Guru harus mengoreksi kesalahan siswa setiap kali mereka melakukan

16 9 5 0 0 30

kesalahan saat berbicara bahasa Inggris)

6 Teachers should correct students only when students cannot communicate

clearly.

(Guru harus mengoreksi siswa hanya ketika siswa tidak dapat

berkomunikasi dengan jelas)

11 7 7 5 0 30

7 Teachers should never correct their students‟ mistakes when speaking

English.

(Guru seharusnya tidak pernah memperbaiki kesalahan siswa mereka ketika

berbicara bahasa Inggris)

0 3 0 17 10 30

8 I always know when my teacher is correcting me even if she/he doesn‟t tell

me.

(Saya selalu tahu kapan guru saya mengoreksi saya bahkan jika dia tidak

memberi tahu saya)

2 15 9 4 0 30

9 Every time my teacher corrects me, I feel I learn more.

(Setiap kali guru saya mengoreksi saya, saya merasa saya belajar lebih

banyak)

17 10 2 1 0 30

10 Error correction is good for language learning.

(Koreksi kesalahan baik untuk pembelajaran bahasa)

19 8 1 2 0 30

11 Error correction helps me identify my weak areas in English.

(Koreksi kesalahan membantu saya mengidentifikasi area saya yang lemah

dalam bahasa Inggris)

12 14 3 1 0 30

12 I usually feel embarrassed when my teacher corrects me in front of the

whole class. 3 4 2 8 13 30

(Saya biasanya merasa malu ketika guru saya mengoreksi kesalahan saya di

depan seluruh kelas)

13 Generally, I feel frustrated, after my teacher corrects me.

(Pada umumnya, saya merasa frustrasi, setelah guru saya mengoreksi

kesalahan saya)

0 3 1 17 9 30

14 Generally, I feel interrupted every time my teacher corrects me.

(Pada umumnya, saya merasa terganggu setiap kali guru saya mengoreksi

saya)

1 2 2 11 14 30

15 I would feel much more comfortable if my teacher never corrected me.

(Saya akan merasa jauh lebih nyaman jika guru saya tidak pernah

mengoreksi saya)

0 2 3 9 16 30

Appendix: E

THE RESULT OF INTERVIEW

1. Pertanyaan 1

Apakah Anda akan menyukai jika guru Anda memberi Anda jawaban yang

benar ketika Anda salah? Mengapa?

S-1 Ya saya suka, karena saya bisa belajar dari kesalahan yang ku buat

S-2 Ya saya suka sekali, karena bisaka belajar dari kesalahan yang sudah

diperbaiki tadi


diperbaiki tadi sama guruku.

S-4 Suka ji kak tp biasa malu-maluma bicara kembali

S-5 Ya ku suka kak, supaya tidak ku ulangimi kesalahanku yang sudah

kubuat.

S-6 Ya ku suka kak, supaya tidak ku ulangimi kesalahanku yang sudah

kubuat.

S-7 Ya saya sangat suka, karena bisaka perbaiki kesalahan apa yang saya

kubuat dan tidak kuulangimi lagi

S-8 Ya saya suka kak , karena saya dapat memperbaiki kesalahan yang

saya buat

S-9 Ya suka kak, karena saya dapat belajar dari kesalahan yang sudah

kubuat


diperbaiki tadi.

2. Pertanyaan 2

Bagaimana perasaan Anda jika guru Anda memperbaiki kesalahan Anda dalam

berbicara bahasa inggris?

S-1 Senangka kak kalau guru saya memperbaiki kesalaan saya saat

berbicara bahasa inggris karena itu membantu saya untuk tidak

membuat kesalahan lagi

S-2 Saya merasa termotivasi untuk belajar terus

S-3 Biasa maluka kak apa lagi kalau sudah dikoreksi berulang ulang

dengan kesalahan yang sama

S-4 Senang kak karena bisaka perbaiki kesalahan kesalahan yang sudah

kubuat

S-5 Saya biasa takutka kak untuk berbicara kembali setelah dikoreksi

S-6 Senang kak karena biar tidak ku ulangimi lagi kesalahanku tadi

S-7 Senang kak karena bisaka perbaiki kesalahan kesalahan yang saya

sudah kubuat.

S-8 Saya merasa termotivasi untuk belajar terus

S-9 Senangka kak kalau guru saya memperbaiki kesalaan saya saat

berbicara bahasa inggris karena itu membantu saya untuk tidak

membuat kesalahan lagi

S-10 Biasa maluka kak apalagi kalau diperbaiki langsung didepan kelas

naliat semua teman-temanku.

3. Pertanyaan 3

Bagaimana perasaan Anda ketika guru memberi Anda pujian seperti good job?

apakah itu membuat Anda termotivasi untuk belajar

S-1 Senang sekalika ka kalau diberi pujian seperti itu, itu membuat saya

termotivasi untuk banyak belajar lagi

S-2 Ya saya merasa termotivasi, itu mendorong saya untuk belajar kembali

S-3 Saya termotivasi kak itu membuat saya senang dan brusaha lebih baik

lagi

S-4 Biasa biasa saja kak

S-5 Termotivasi sekali kak, saya akan banyak belajar lagi

S-6 Iya kak termotivasi saya akan lebih rajin belajar supaya pintarka

bahasa inggris

S-7 Termotivasi sekali kak, saya akan banyak belajar lagi

S-8 Senang sekalika ka kalau diberi pujian seperti itu, itu membuat saya

termotivasi untuk banyak belajar lagi

S-9 Iye kak, termotivasi langsungka ku rasa mau belajar terus

S-10 Saya termotivasi kak itu membuat saya senang dan lebih baik lagi

Appendix: F

DOCUMENTATION

Picture 1: Collecting the Data Picture 2: Collecting the Data



CURRICULUM VITAE

ANDI MASTANG She was born on 01st April 1995 in

Batulappa. She is the first daugther of marriage between

Muhammad Haris and A. Masriani. She has 4 brothers (Andi

Kahar Muzakkar, A. Jumadil Anwar, A. M. Afrizal, and A.

Rival). In 2001, she started in elementary school at SD Inpress Batulappa,

graduated in 2007. Then she continued her junior high school at SMP Negeri 3

Balusu and graduated in 2010. After that she continued her senior high school at

SMK Negeri 1 Barru and graduated in 2013. In 2014, she was accepted in

Muhammadiyah University of Makassar as a student at English Department of

Faculty of Teacher Training and Education. At the end of her study, she could

finished her thesis in 2019 entitle “Students’ Perception towards Teacher Oral

Corrective Feedback in Speaking English at the Ninth Grade Students of SMP

Negeri 2 Sungguminasa”.

students’ perceptions toward teacher’s oral corrective

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